Dramatic shifts in the demographic and labor diversity of American faculty have pressed institutions and the profession to clarify who the ?real? faculty are, from tenured to adjunct faculty. Efforts to equalize respect, resources, and treatment, although laudable, may be missing a vital aspect of the conversation: the role of collegiality and the collegium. Collegiality, the cultural, structural, and behavioral components, and the collegium, or the shared identity collegiality serves, are ancient concepts that raise timely questions for the faculty profession: What is it about the history of the professoriate in America that has rendered the collegium inadequate and yet so important in an age of differentiated labor? How might a renewed vision for collegiality bring clarity to the question of which faculty should be regarded as experts? How can we adapt and leverage these important concepts for a professoriate that is increasingly diverse by demographics and employment category in ways that result in a more inclusive and robust profession? Engaging in these questions through the extant literature will call readers into a compelling new conversation about the needs of and possibilities for the professoriate. This is the fourth issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Table of Contents:
Executive Summary 07 Foreword 11 Defining and Contextualizing Collegiality and the Collegium 15 Introduction and Context 15 Focus of the Monograph 17 Part I: Contemporary Definitions of Collegiality and the Collegium 19 Collegiality 19 The Collegium 21 Part II: The Contextual Imperative for Revisiting Collegiality 22 Faculty Employment Differentiation 26 Summative Implications for Collegiality and the Collegium 33 The Fragmented Origins of the Collegium 35 Part I: Historic Origins of the Collegium 36 The Medieval Era: The Earliest Forms of the Collegium 36 Forms of the Collegium in Europe 38 Colonial Colleges: The Dominance of the Board 40 From Tutor to Professor: Shifting Roles in the Nineteenth Century 42 The Turn of the Twentieth Century: Setting the Stage for the Collegium 45 The Interwar Period: Faculty Demands for Authority 51 The Postwar Period: Factors Supporting the Collegium 53 The Fragmented Collegium in America 54 Part II: Relocating Collegiality in the Modern Era 56 Collegiality as an Institutional Archetype 57 Summary 60 Collegiality and the Collegium in the Contemporary University 61 Part I: Maxims of Collegiality and the Collegium in the Contemporary University 62 Maxim One: The Collegium Describes a Collective But Exclusive Membership 62 Maxim Two: Collegiality Exists Across Overlapping Domains of Structure, Culture, and Behavior, But Is Not Complete in Any One of Them 65 Maxim Three: Collegiality Contains an Expectation of an Inclusive Governance Process that Persists in Importance Despite the Presence of Other Governance Forms 67 Maxim Four: The Focal Point of Collegiality Is the Pursuit of Shared Purpose, Despite the Divergent Claims and Interests of Various Academic Units 68 Maxim Five: Collegiality Implies a Willingness to Be Scrutinized by One’s Expert Peers 69 Maxim Six: Collegiality Is Fraught with Tensions, Contradictions, and Unresolved Questions 71 Maxim Seven: Despite Challenges, Collegiality Still Has Value 73 Part II: NTTF Collegial Expectations and Experiences 75 NTTF Collegial Expectations 75 NTTF Collegial Experiences and the Factors that Shape Them 78 Individual Factors Affecting NTTF Collegiality Experiences 79 Interpersonal Factors Affecting NTTF Collegial Experiences 82 Institutional Factors Affecting NTTF Collegiality Experiences 83 Summary 87 Imagining the Organic Collegium for a New Era 88 The Collegium Revisited 90 Accessing the Collegium: The Role of Expertise 92 Collegiality and the Collegium in an Era of Faculty Differentiation 5 Why Conditional Collegiality Matters 95 Exclusion of Voices 95 Exclusion of and Effect on Diverse Voices 96 Weakened Faculty Body 97 Envisioning an Organic Collegium 98 Moving Forward: Addressing the Questions 107 Future Research Directions 109 What Is the Relationship Between Faculty “Type” and Expectations and Experiences Regarding Collegiality? 109 What Conditions or Factors Shape Collegial Interactions and Climates? 109 Does Access to the Collegium and Collegiality Vary Across Institutional Types? 110 What Are the Effects of Collegiality? 110 How Are Institutions Building Collegial Environments for NTTF? 111 Conclusion: Today’s Faculty and the Organic Collegium 111 References 114 Name Index 123 Subject Index 127 About the Author 129